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Developments, v10 n4 p6-7 Sum 1994

Too often, many adult educators are unaware of the problems resulting from failing to maintain an appropriate "professional distance" from their adult basic education (ABE) or English-as-a-Second-Language (ESL) students when those students encounter personal problems or crises that appear to be interfering with their learning. ABE teachers should avoid becoming involved in students' personal problems for several reasons; for example, teachers may not be trained appropriately to deal with students' issues. Furthermore, students cannot learn appropriate professional/cultural role definitions unless teachers maintain their designated roles with students. ABE should adhere to the following guidelines in their relationships with students: know their own personal vulnerabilities; understand that their relationship with students is temporary; know professional standards for behaving toward students; recognize the messages conveyed to students by touch, language, and self-disclosure; express their expectations; know students' understanding about interpersonal interaction; understand cultural differences in role expectations; assess the appropriate use of names; recognize messages conveyed by dress; and know the resources available for referral and the procedures for referring students to resources/services. (MN)

Descriptors: Adult Basic Education, Adult Educators, Guidelines, Student Problems, Teacher Guidance, Teacher Response, Teacher Role, Teacher Student Relationship





Autor: Willing, Delight C.; Haney, Hutch

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10868&id=ED372265







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